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Information
| Code | FBE812 |
| Name | STEM Education Sample Applications in the Context of Student 2.0 and 21st Century Skills |
| Term | 2023-2024 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 8 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | |
| Course Instructor |
1 |
Course Goal / Objective
The aim of this course is to provide an environment for graduate students in order to understand the interdisciplinary process of science, technology, engineering and mathematics education. In addition, the course aims; to provide students with the knowledge, skills and awareness to use STEM integration in education
Course Content
What is STEM and what is not? Analysis of 21st century skills development of national and international studies on STEM education
Course Precondition
none
Resources
Erduran, S., & Jiménez-Aleixandre, M. P. (2008). Argumentation in science education. Perspectives from classroom-Based Research. Dordre-cht: Springer.
Notes
Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse. Science education, 88(6), 915-933.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | to understand what is STEM education, |
| LO02 | to understand the history of STEM education in the world and Turkey, |
| LO03 | to know the features that need attention in STEM education, |
| LO04 | to know and implement the methods and techniques that can be implemented in STEM education process. |
| LO05 | to prepare, implement and report a course plan for STEM education. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Define scientific research and analysis methods used in science | 5 |
| PLO02 | Yetkinlikler - Öğrenme Yetkinliği | Researches and applies effective teaching strategies within the framework of ethics in order to provide students with knowledge and skills related to science education. | 4 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explains the development and learning theories within the scope of science education. | 3 |
| PLO04 | Belirsiz | Describes instructional strategies, methods and techniques on the level of expertise on the basis of undergraduate and postgraduate qualifications | 3 |
| PLO05 | Belirsiz | Explains the interaction between disciplines related to the field. | 3 |
| PLO06 | Belirsiz | Explains the knowledge in the subject areas of science education at the level of expertise. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Relate knowledge of science education with information in different fields. | 5 |
| PLO08 | Beceriler - Bilişsel, Uygulamalı | Conducts advanced research in the field. | |
| PLO09 | Bilgi - Kuramsal, Olgusal | Criticize the practices related to science education at national and international level. | |
| PLO10 | Bilgi - Kuramsal, Olgusal | Plans and conducts a scientific research. | |
| PLO11 | Bilgi - Kuramsal, Olgusal | Apply teaching methods and techniques on the basis of undergraduate qualifications. | |
| PLO12 | Bilgi - Kuramsal, Olgusal | Manages a study that requires expertise in the field independently. | |
| PLO13 | Bilgi - Kuramsal, Olgusal | Makes teamwork or leadership in situations that require resolution of problems related to the field. | |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | Questions scientific and social issues with new perspectives. | 3 |
| PLO15 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | It develops education and training activities in the field of Science Education and manages actions to change it when necessary, examines social relations in the process and the norms that guide these relations with a critical perspective. | |
| PLO16 | Beceriler - Bilişsel, Uygulamalı | Generates new and original ideas about the field, uses creative and critical thinking skills. | |
| PLO17 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Provides a scientific study in the field of science education, supported by qualitative and quantitative data, in writing, orally and visually, to experts or non-specialists. | |
| PLO18 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Uses information and communication technologies effectively | |
| PLO19 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Use the languages of the European language portfolio to understand the information in the field and to communicate verbally and in writing | |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | Acts in accordance with social, scientific, cultural and ethical values when conducting a scientific research or project or interpreting a study.. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | general information about the course | reading related section | Öğretim Yöntemleri: Soru-Cevap |
| 2 | What is STEM ? explanation and discussion | read related section | Öğretim Yöntemleri: Tartışma |
| 3 | STEM and 21st century skills | read related section | Öğretim Yöntemleri: Tartışma |
| 4 | examining the relationship between STEM education and Science | read related section | Öğretim Yöntemleri: Tartışma |
| 5 | examining the relationship between STEM Education and engineering | read related section | Öğretim Yöntemleri: Tartışma |
| 6 | examining the relationship between STEM education and Math. | read related section | Öğretim Yöntemleri: Tartışma |
| 7 | examining the relationship between STEM education and technology | read related section | Öğretim Yöntemleri: Tartışma |
| 8 | making midterm exam | preparation for the exam | Ölçme Yöntemleri: Ödev |
| 9 | Advancing integrated STEM learning through engineering design: Sixth-grade students’ design and construction of earthquake resistant buildings | read related section | Öğretim Yöntemleri: Tartışma |
| 10 | The Effects of STEM Education on the Students’ Critical Thinking Skills and STEM Perceptions | read related section | Öğretim Yöntemleri: Tartışma |
| 11 | Moving STEM Beyond Schools: Students’ Perceptions about an Out-of School STEM | read related section | Öğretim Yöntemleri: Tartışma |
| 12 | doing example implementation-I | read related section | Öğretim Yöntemleri: Tartışma |
| 13 | doing example implementation-II | read related section | Öğretim Yöntemleri: Tartışma |
| 14 | making a presentation-III | read related section | Öğretim Yöntemleri: Tartışma |
| 15 | making a presentation-IV | read related section | Öğretim Yöntemleri: Tartışma |
| 16 | making a presentation-V | read related section | Öğretim Yöntemleri: Tartışma |
| 17 | making the final exam | Preparing for the final exams | Ölçme Yöntemleri: Ödev |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 9 | 126 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 2 | 2 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 9 | 9 |
| Final Exam | 1 | 18 | 18 |
| Total Workload (Hour) | 197 | ||
| Total Workload / 25 (h) | 7,88 | ||
| ECTS | 8 ECTS | ||